I. ASCRC General Education Form (revised 9/15/09)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
separate forms
IV: Expressive Arts
IX: American & European
if requesting
X: Indigenous & Global
more than one X V: Literary & Artistic Studies
VI: Historical & Cultural Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Applied Arts and Sciences
Course #
COM 140
Course Title
Prerequisite
Introduction to Visual Rhetoric
No Prerequisites
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Kimberly Reiser
Phone / Email 243-7839
Program Chair Cathy Corr
Dean
Lynn Stocking
III. Type of request
New
X
One-time Only
Reason for Gen Ed inclusion, change or deletion
Description of change
3
Date
Change
Remove
This course provides a valuable course of
study for AA students looking to fulfill
their literary and artistic studies
perspective. This course provides
students with an introductory literature
offering. In addition, it is appropriate for
a broad spectrum of students. In fact, it
is a suitable literature offering for some
of the students in Applied Arts and
Sciences programs that are affected by
the use of visuals in communication (e.g.
Business Technology, Applied
Computing and Electronics, etc.).
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
Visual symbols affect every aspect of our lives. They affect our identities and our culture. In
fact, there is a connection between community, social power, knowledge and the visuals that
surround us. This course provides an introductory literature option, without a writing
prerequisite, for AA students. Furthermore, it is a valuable offering for some of our applied
programs that are influenced by visual communication (e.g. Business Technology, Culinary
Arts, Applied Computing and Electronics, etc.).
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Cover a number of works in one or more of the Students will study historical to
various forms of artistic representation.
contemporary rhetorical criticisms on
advertising, billboards, bodies, cartoons,
memorials, and photography.
Establish a framework and context for analysis
Rhetorical frameworks used to analyze these
of the structure and significance of these works. artistic representations will be studied.
Students will also choose a rhetorical
framework to analyze a visual text.
Provide mechanisms for students 1)to receive
Instruction will focus on the method of
instruction on the methods of analysis and
analysis or rhetorical frameworks for the
criticism, 2)to develop arguments about the
visual texts in our readings. In addition,
works from differing critical perspectives.
students will develop arguments that critique
visuals from a variety of rhetorical
frameworks.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Analyze works of art with respect to structure
Students will learn visual rhetorical theories.
and significance within literary and artistic
In addition, they will read rhetorical
traditions, including emergent movements and
criticisms on artistic representations that
forms; and
have utilized these theories.
Develop coherent arguments that critique these
Students will explore the connection
works from a variety of approaches such as
between our interpretation of visuals and
historical, aesthetic, cultural, psychological,
politics, culture, and social power. Students
political, and philosophical.
will develop arguments that critique visuals
from a variety of rhetorical frameworks.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
THE UNIVERSITY OF MONTANA-MISSOULA
COLLEGE OF TECHNOLOGY
APPLIED ARTS AND SCIENCES DEPARTMENT
FALL 2010 COURSE SYLLABUS
COURSE NUMBER AND TITLE: Com 195, Visual Rhetoric
SEMESTER CREDITS: 3
PREREQUISITES: None
INSTRUCTOR NAME: Kimberly Reiser, M.A.
E-MAIL ADDRESS: kim.reiser@umontana.edu
I am most easily reached by e-mail. However, it is also possible for you to leave
messages for me at 243-7839.
OFFICE LOCATION: Main Faculty Office (HB 02) in HB Building
OFFICE HOURS: Monday 11-12, Thursday 12:30-1:30, or By Appointment
COURSE DESCRIPTION
Visual rhetoric is an area of communication studies that focuses on visuals as
persuasive “texts.” Throughout this course, we will examine how visual symbols are
interpreted, focusing on social issues such as power, culture, and gender. Exemplary
readings will include historical to contemporary rhetorical criticisms on advertising,
billboards, bodies, cartoons, memorials, and photography.
STUDENT PERFORMANCE OUTCOMES:
Upon completion of this course, the student will be able to:
1. Explain how visual symbols work as persuasive texts.
2. Identify rhetorical theories that have been used as a framework to analyze
visual symbols.
3. Develop arguments that critique visual texts from a variety of rhetorical
frameworks.
4. Explore the connection between our interpretation of visuals and politics,
culture, and social power.
GRADING:
Exams (2) – 45% of grade
Inquiries – 35% of grade
Quizzes – 20% of grade
GRADING SCALE: 100-90 (A), 89-80 (B), 79-70 (C), 69-60 (D), 59 and Below (F)
Exams
There will be two exams given over the course of the semester. They will be essay in
nature. A week before each exam, students will be given 12-14 essay questions.
Seven of these questions will be on the exam. Each student will choose five of those
questions to answer. Questions will require student to analyze the use of visuals as
persuasive texts, tying in specifics from the reading.
Quizzes
Over the course of the semester, you will be given 10 quizzes. These will be
administered randomly and will cover daily reading. Each quiz will be worth 25 points
and your 8 best quiz scores will count toward your final grade in the class.
Inquiries
Students will be asked to complete three typed reflections during the course of the
semester. These inquiries will vary, but will ask you to either 1)analyze one of our
texts from a political, cultural, or social perspective, or 2)apply a rhetorical framework
to a visual of a the student’s choice.
ATTENDANCE POLICY:
It is my belief that what you gain from a course is dependent on what you put into it.
Attendance will determine a student’s level of success. If you miss a class, you will
miss a learning opportunity.
*Students who sleep, leave early/come late, or work on other assignments
during class will not be counted as present.
Test makeup policy: I believe the classroom setting should be treated like any other
professional setting. Employers and coworkers tend to be forgiving of a person’s
absence for an important meeting or engagement if that person has proven to be
dependable in the past. My policy follows this principle.
If the following conditions are met, you may be given an opportunity to make up a test:
1.
You must be in good standing in the class. This means fewer than four
absences, no late assignments and passing grades on all completed assignments.
2.
You must notify me prior to missing the test that you will be unable to attend
that class period, and provide an explanation for your absence. Personal illness,
family emergencies and unexpected events are acceptable reasons for rescheduling a
test. You may be asked for documentation of verification of your excuse.
3.
Within 24 hours of missing the test, you must schedule an appointment with me
to make up your test.
ASSIGNMENTS TURNED IN A CLASS DAY LATE WILL BE GRADED OUT OF
HALF CREDIT. BEYOND THIS DATE, ASSIGNMENTS WILL NOT BE ACCEPTED.
*USE MY MAILBOX AT YOUR OWN RISK. IT IS NOT MY RESPONSIBILITY TO
MAKE SURE ASSIGNMENTS PLACE IN MY BOX GET TO ME.
STUDENT CONDUCT:
Please conduct yourself in a way that promotes learning for all students in the
classroom (i.e. do not use language that might offend others, use laptops for note
taking only, avoid disclosing too much personal information, turn off cell phones,
absolutely no text messaging, and avoid monopolizing class discussion).
*COURSE POLICIES ARE APPLIED AT THE DISCRETION OF THE INSTRUCTOR.
ACADEMIC MISCONDUCT:
All students must practice academic honesty. Academic misconduct is subject
to an academic penalty by the course instructor and/or disciplinary sanction by the
University.
All students need to be familiar with the Student Conduct Code. The Code is
available for review online at http://www.umt.edu/SA/VPSA/index.cfm/page/1321.
DISABILITY STUDENT SERVICES:
Eligible students with disabilities will receive appropriate accommodations in this
course when requested in a timely way. Please speak with me after class or in my
office. Please be prepared to provide a letter from your DSS Coordinator.
For students planning to request testing accommodations, be sure to bring the DSS
testing form to me in advance of the two-day deadline for scheduling in ASC.
DROP POLICY:
“Beginning the thirty-first day of the semester through the last day of instruction before
scheduled final exams, documented justification is required for dropping courses
by petition. Some examples of documented circumstances that may merit approval
are: registration errors, accident or illness, family emergency, change in work
schedule, no assessment of performance in class until after the deadline, or other
circumstances beyond the student’s control” (UM Catalogue). Failing is not an
acceptable reason to drop the course.
REQUIRED TEXTS:
Olson, Finnegan, Hope. (2008). Visual rhetoric: A reader in communication and
American culture. Thousand Oaks, CA: Sage.
*A Blackboard supplement will be utilized for this course.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.